Best Practices in Suicide Pedagogy: A Quantitative Content Analysis

The authors used a quantitative content analysis methodology to explore the available literature on pedagogical practices for teaching counselors how to work with suicidal clients. From an initial pool of 71 potentially applicable articles found in Counseling, Psychiatry, general mental health, Psychology, and Social Work journals, 26 articles were found to meet inclusion criteria by specifically exploring the impact or efficacy of different pedagogical practices relevant to suicide response in counselor training. These 26 articles were coded using quantitative content analysis procedures. Results indicated that more research is necessary to determine best practices for teaching suicide response to counselors in training. Additionally, these training practices should include attention to the CACREP standards and should be theoretically grounded in pedagogical frameworks. Ideally, future research in this area would focus more heavily on assessment of student competencies and how well students are prepared to respond to suicide

Self-Care: An Ethical Imperative for Anti-Racist Counselor Training

Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. Thus, the purpose of this conceptual manuscript is to (a) provide a rationale for self-care as an ethical imperative, (b) introduce self-care strategies to employ while supporting anti-racist andragogy through intentional wellness, and (c) call students to build self-care routines focused on multiculturalism and social justice

Consequences of Sexism in Counselor Education: A Collective Analytic Autoethnography

In this article we used collective analytic autoethnography to explore experiences and perceptions of sexism among five counselor educators. Based on analysis of narrative data, we introduced a model that illustrates how sexism was experienced and given meaning by participants. Sexist events lead to positive (empowerment, sexism externalization, advocacy, and relationships with others) and negative (low self-confidence, internalized sexism, negative affect, institutional sexism) consequences within their personal and professional lives. Implications of this model are discussed and directions for future research are presented

Reduction in overt and silent stroke recurrence rate following cerebral revascularization surgery in children with sickle cell disease and severe cerebral vasculopathy

Background Children with sickle cell disease (SCD) and moyamoya may benefit from indirect cerebral revascularization surgery in addition to chronic blood transfusion therapy for infarct prevention. We sought to compare overt and silent infarct recurrence rates in children with SCD undergoing revascularization. Methods This was a retrospective cohort study of all children with SCD and moyamoya treated at two children’s hospitals. Clinical events and imaging studies were reviewed. Results Twenty-seven children with SCD and confirmed moyamoya receiving chronic transfusion therapy were identified, of whom 12 underwent indirect cerebral revascularization. Two subjects had post-operative transient ischemic attacks and another had a subarachnoid blood collection, none of which caused permanent consequences. Two subjects had surgical wound infections. Among these 12 children, the rate of overt and silent infarct recurrence decreased from 13.4 infarcts/100 patient-years before revascularization to 0 infarcts/100 patient-years after revascularization (p=0.0057); the post-revascularization infarct recurrence rate was also significantly lower than the overall infarct recurrence of 8.87 infarcts/100 patient-years in 15 children without cerebral revascularization (p=0.025). Conclusion The rate of overt and silent infarct recurrence was significantly lower following indirect cerebral revascularization. A prospective study of cerebral revascularization in children with SCD is needed

The global retinoblastoma outcome study : a prospective, cluster-based analysis of 4064 patients from 149 countries

DATA SHARING : The study data will become available online once all analyses are complete.BACKGROUND : Retinoblastoma is the most common intraocular cancer worldwide. There is some evidence to suggest that major differences exist in treatment outcomes for children with retinoblastoma from different regions, but these differences have not been assessed on a global scale. We aimed to report 3-year outcomes for children with retinoblastoma globally and to investigate factors associated with survival. METHODS : We did a prospective cluster-based analysis of treatment-naive patients with retinoblastoma who were diagnosed between Jan 1, 2017, and Dec 31, 2017, then treated and followed up for 3 years. Patients were recruited from 260 specialised treatment centres worldwide. Data were obtained from participating centres on primary and additional treatments, duration of follow-up, metastasis, eye globe salvage, and survival outcome. We analysed time to death and time to enucleation with Cox regression models. FINDINGS : The cohort included 4064 children from 149 countries. The median age at diagnosis was 23·2 months (IQR 11·0–36·5). Extraocular tumour spread (cT4 of the cTNMH classification) at diagnosis was reported in five (0·8%) of 636 children from high-income countries, 55 (5·4%) of 1027 children from upper-middle-income countries, 342 (19·7%) of 1738 children from lower-middle-income countries, and 196 (42·9%) of 457 children from low-income countries. Enucleation surgery was available for all children and intravenous chemotherapy was available for 4014 (98·8%) of 4064 children. The 3-year survival rate was 99·5% (95% CI 98·8–100·0) for children from high-income countries, 91·2% (89·5–93·0) for children from upper-middle-income countries, 80·3% (78·3–82·3) for children from lower-middle-income countries, and 57·3% (52·1-63·0) for children from low-income countries. On analysis, independent factors for worse survival were residence in low-income countries compared to high-income countries (hazard ratio 16·67; 95% CI 4·76–50·00), cT4 advanced tumour compared to cT1 (8·98; 4·44–18·18), and older age at diagnosis in children up to 3 years (1·38 per year; 1·23–1·56). For children aged 3–7 years, the mortality risk decreased slightly (p=0·0104 for the change in slope). INTERPRETATION : This study, estimated to include approximately half of all new retinoblastoma cases worldwide in 2017, shows profound inequity in survival of children depending on the national income level of their country of residence. In high-income countries, death from retinoblastoma is rare, whereas in low-income countries estimated 3-year survival is just over 50%. Although essential treatments are available in nearly all countries, early diagnosis and treatment in low-income countries are key to improving survival outcomes.The Queen Elizabeth Diamond Jubilee Trust and the Wellcome Trust.https://www.thelancet.com/journals/langlo/homeam2023Paediatrics and Child Healt

Mentoring Counselor Education Doctoral Students to Teach Basic Counseling Skills

As doctoral students in the field of Counselor Education prepare to become faculty members, engaging in supervised teaching experiences are both helpful and necessary to their development. In this presentation, two doctoral students and one faculty member will discuss their experience with mentoring as a tool for developing skill in teaching. In this mentoring relationship, the two doctoral students co-taught the Basic Counseling Skills course with the faculty member, and were mentored in areas of teaching, supervision, governance, and student evaluation. Experience of the mentoring process and development of teaching skills will be discussed by both the faculty member and the students, along with advantages and drawbacks of the experience, and suggestions for how to utilize the Basic Counseling Skills course to mentor future counselor educators-in-training

Observing the Development of Constructivist Pedagogy in one Counselor Education Doctoral Cohort: A Single Case Design

This study explores the pedagogical development of a doctoral cohort utilizing constructivist teaching theory in a counselor education program. Researchers implemented an A-B-C design, treating the four-member cohort as a single case. A framework consisting of 12 constructivist interventions was used. Implications for counselor education programs are discussed

Observing the Development of Constructivist Pedagogy in one Counselor Education Doctoral Cohort: A Single Case Design

This study explores the pedagogical development of a doctoral cohort utilizing constructivist teaching theory in a counselor education program. Researchers implemented an A-B-C design, treating the four-member cohort as a single case. A framework consisting of 12 constructivist interventions was used. Implications for counselor education programs are discussed